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Error patterns and subtraction knowledge development
Conference presentation

Error patterns and subtraction knowledge development

Shelley Dole
Proceedings of the 3rd International Seminar on Misconceptions and Educational Strategies in Science and Mathematics
International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, 3rd (Ithaca, United States, 01-Aug-1993–04-Aug-1993)
Cornell University
1993
url
http://www2.ucsc.edu/mlrg/proc3abstracts.htmlView
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Abstract

Education Systems Curriculum and Pedagogy Specialist Studies in Education educational methods testing concept formation error patterns
Many errors in arithmetical computation are not random or careless; they are learned and have become habitual, and often reveal little about the student's conceptual understanding of the computational principle. There is a need to assist students who exhibit habitual computational errors, as errors reflect the student's lack of meaningful understanding of the computational procedure. The success, however, of corrective instruction is affected by many factors. These include the educator's expertise, the student's prior experiences with learning failure, the student's response to corrective instruction, the nature of the learning difficulty, the accuracy of the error diagnosis, the relationship between the student and the educator, and primarily, the degree of transfer of learning from the corrective setting to the regular classroom.

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